- About Us
ASSIS Term 4 2019
DateNovember 13, 2019
5:00 PM to 8:30 PM
EAST MELBOURNE, VIC 3002
$240.00 (inc GST)
As parking in the area is mainly 1 and 2 hour, we recommend that participants use public transport.
Measuring the success of our school graduates
Much is being made in education conversations, both in the general press, and in schools, universities and business about the inadequacies of a current system that ranks students for tertiary education admission. No other OECD ranks students in a similar way, one against the other.
Increasingly, universities and other tertiary providers are looking for alternatives or at least supplementary measures of student success and suitability for tertiary courses. They are seeking a greater understanding of the suitability of students for completion of courses, not just as regards entry to them. Likewise, business is seeking broader measures relevant to the suitability of young people for success and leadership, not just as a screen for acceptance into employment.
Are there alternatives? What are they? As educators, we know there are far broader measures of success, of capabilities, that are so important to recognise in the learnings of our students? Can they be measured? There is currently a national review considering Senior Secondary Pathways, covering assessment, curriculum and alternative pathway recognition.
Professor Sandra Milligan and her team at the Assessment Research Centre (ARC), Graduate School of Education, University of Melbourne have been focussing on alternatives beyond ATAR and in particular focussing on assessment, micro-credentialing and warranting of hard to assess learning. They have been working extensively with a number of schools in recent times in this regard.
ABOUT THE PRESENTER
Professor Sandra Milligan is Director and Principal Fellow of the Assessment Research Centre at the Melbourne Graduate School of Education, University of Melbourne. Sandra’s current research interests focus on assessment, micro-credentialing and warranting of hard-to-assess learning.
Her most recent award-winning research examined opportunities for use of ‘big data’ and developmental assessment approaches on digital learning platforms, to support assessment of higher-order learning skills. The skills, including so called ‘21st Century skills’, or learning skills, have hitherto been difficult for classroom teachers to assess.
Originally a teacher of science and mathematics, she is also a former Director of Curriculum in an Australian state education department, and has held senior research, management and governance positions in a range of educational organisations, including government agencies, not-for-profits, small start-up businesses and large, listed, international corporations.
She is the Convenor of a Melbourne University MOOC targeting professional learning for teachers in the area of assessment and teaching of 21C skills, which has to date enrolled over 30,000 teachers worldwide..